AAC Chapter Five

Question 1

Forming a Team-Who Should Be on It?

Who has the expertise needed by the team to make the best decisions?

Who is affected by the decisions?

Who has an interest in participating?

Answer 1

Teachers (regular and special ed), parents, caregivers, OT, whoever is affected by the device, or anyone with an interest in the child/device (babysitter)

Question 2

AAC Teams

Answer 2

Individual with a disability (CNN)

Family members (if not in another category)

AAC facilitators (translate, facilitate, maintain & program AAC system)

AAC finders (refer individuals)

General practice clinicians or educators (support and implement AAC)

AAC specialists (work often with AAC and train others)

AAC experts (research, make policy, etc. teach others)

Question 3

Assessment Models

Answer 3

Candidacy Model (do NOT use this)

Participation Model

Question 4

Phases of Assessment

Answer 4

Phase 1: Referral for AAC Assessment

Phase 2: Initial Assessment and Intervention for Today
Gather Info - Current communication interaction needs (physical, cognitive, language, sensory capabilities)

Phase 3: Detailed Assessment for Tomorrow
Assess individual’s current participation patterns/refine AAC system

Phase 4: Follow-Up Assessment
Maintenance of AAC system

Question 5

Participation Inventory

Answer 5

Page 112 (copy)

Complete for each regularly occurring activity (at home, school, work, etc.)

For individual with CCN

For peers

ID individuals with whom the user of AAC will be communicating (circles)

Question 6

Social circle

Answer 6

1. Family
2. Friends
3. Acquaintances
4. Paid Professionals
5. Unfamiliar People

Question 7

ID participation Barriers

Answer 7

Opportunity barriers – refers to barriers that are imposed by people other than the individual with CCN

Access barriers – present primarily because of limitations in the current capabilities of the individual with CCN

Question 8

Opportunity Barriers

Answer 8

Policy barriers (i.e. separate classrooms)

Practice barriers (i.e. “We don’t do that.” Taking devices home)

Knowledge barriers (“They don’t know what they don’t know. OR They don’t know what you know.)

Skill barriers (If you can’t help, who can? If you don’t know how, how can you learn?)

Attitude barriers (reduced expectations)

Question 9

Access Barriers

Answer 9

***Pertains to capabilities, attitudes, and resource limitations of individuals who communicate through AAC.

Current Communication (118) – operational and social

Potential to use and/or increase speech (119)

Potential for environmental adaptations – alter physical spaces, locations, structures

Potential to use AAC systems/devices

Question 10

Potential to Use AAC

Answer 10

***Determine an individual’s ability to use AAC systems or devices in order to reduce access barriers

1. Operational Requirements Profile – electronic and nonelectronic

2.Constraints Profile
Considerations:
Preferences and attitudes of people with CCN and their families/cultures

Preferences and attitudes of other communication partners

Skills and abilities of communication partners and facilitators (Ex. learning how to play the guitar)

Funding

3. Capabilities Profile (Chapter 6)